Aktiva Camps @ John Betts

Aktiva Camps @ John Betts

Unique reference number (URN): 2750839 Address: John Betts Primary, Paddenswick Road, London, W6 0UA Type: Childcare on non-domestic premises Registered with Ofsted: 23/08/2023 Registers: EYR, CCR, VCR Registered person: Aktiva Camps Limited

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate consistently positive behaviour and attitudes throughout the session. They understand the club's routines and expectations well and respond calmly and respectfully to staff guidance. Clear boundaries are applied consistently, which supports a calm and well-ordered environment.

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Behaviour, attitudes and establishing routines Strong standard

Older children act as positive role models and show maturity in how they support younger peers. They readily explain routines, encourage participation and offer reassurance during transitions. This helps younger children to feel confident and included and contributes to a welcoming and cooperative atmosphere.

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Behaviour, attitudes and establishing routines Strong standard

Staff provide additional support for children with special educational needs and/or disabilities, those known to social care and those who may face barriers to their learning or wellbeing. Expectations are adapted, where appropriate, to ensure all children can succeed within routines. This helps children to develop self-control and confidence at their own pace.

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Behaviour, attitudes and establishing routines Strong standard

Children engage confidently in group activities and discussions, sharing ideas and listening to others. They demonstrate polite manners and consideration for their peers as part of everyday practice. Staff reinforce positive behaviour through consistent praise and encouragement, which supports children's confidence and perseverance. As a result, children cooperate well with routines and take pride in being part of the club community.

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Children's welfare and wellbeing Strong standard

Staff place children's welfare and wellbeing at the centre of their work. Children are cared for in a safe and supportive environment, where staff remain attentive to their physical and emotional needs throughout the session. Children show confidence in approaching staff for reassurance or support when needed.

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Children's welfare and wellbeing Strong standard

The setting places a strong emphasis on promoting healthy lifestyles. Children are supported to make healthy food choices, with a clear focus on nutritious options, such as fruit and vegetables. Staff use these opportunities to talk with children about healthy eating and self-care in a natural and age-appropriate way, helping children to develop positive attitudes towards their health.

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Children's welfare and wellbeing Strong standard

Oral health is promoted thoughtfully and consistently. Staff provide toothbrushing packs and reinforce the importance of caring for teeth through planned activities. For example, children take part in creative activities where they print and colour teeth while discussing brushing habits. This helps children understand the importance of oral hygiene in an engaging and accessible way.

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Children's welfare and wellbeing Strong standard

Staff are alert to children's emotional wellbeing, particularly following the school day. They respond sensitively to children who may feel tired or unsettled, offering reassurance and opportunities to relax before engaging in activities. Particular attention is given to children with special educational needs and/or disabilities, those known to social care and those experiencing barriers to their wellbeing, ensuring they receive timely and appropriate support. As a result, children feel safe, cared for and supported. Their physical health and emotional wellbeing are promoted effectively, enabling them to enjoy their time at the club.

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Inclusion Strong standard

Staff support all children to take part fully in the life of the club. They know children and families well and identify individual needs promptly, including special educational needs and/or disabilities, English as an additional language, children known to social care, or other barriers that may affect children's engagement. Staff adapt activities and routines so children can participate alongside their peers and experience success. There is a clear focus on supporting children's communication. Staff model clear, simple language and repeat key words during play and routines. Visual prompts and practical demonstrations help children understand expectations and make choices. This supports children to communicate their needs, follow routines and engage confidently in activities.

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Inclusion Strong standard

Routines are adapted, where needed, to help children feel settled and included. Calm, responsive interactions support children to take turns, share resources and build positive relationships. Staff recognise when children need additional support to manage emotional or sensory demands and respond by offering reassurance, access to quieter spaces and opportunities to regulate before rejoining activities. This helps children remain involved and confident within the group.

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Inclusion Strong standard

Leaders ensure inclusive practice is monitored and supported through regular discussion, training and partnership working with parents and schools. Staff use daily interactions and observations to identify emerging needs and seek advice from external professionals when appropriate. As a result, children feel valued and secure, and inclusive practice is embedded consistently across the provision.

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Leadership and governance Strong standard

Leaders demonstrate a clear understanding of their responsibilities and how these influence children's experiences at the club. Leadership oversight ensures that the provision remains focused on children's wellbeing, enjoyment and sense of belonging. Leaders' decisions support consistency and stability, which helps children feel secure and confident within the setting.

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Leadership and governance Strong standard

Leaders and staff work closely with the host school to ensure expectations are aligned. This supports continuity for children across the school day and out-of-school provision and helps children manage transitions confidently. This joined-up approach contributes positively to children's emotional security and engagement.

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Leadership and governance Strong standard

Parents' views provide clear evidence of the impact of leadership. Parents report that children enjoy attending the club, engage well in activities and are settled on collection. They describe communication with leaders as clear and effective and report confidence in how leaders and staff keep children safe and supported.

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Leadership and governance Strong standard

Leaders maintain effective oversight of safeguarding and inclusion, ensuring arrangements remain understood and applied consistently by staff. This enables children, including those with special educational needs and/or disabilities or those who face barriers to their wellbeing, to benefit from a safe, supportive and well-organised environment. As a result, leadership has a clear and positive impact on children. They experience a stable provision, where expectations are consistent, communication is effective and their wellbeing remains central.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children experience a relaxed and welcoming environment, where they feel safe and comfortable after the school day. Staff greet children warmly on arrival and provide reassurance and familiarity, which helps children settle quickly and confidently into the session.

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What it's like to be a child at this setting

Children enjoy a good range of play opportunities that reflect their interests and energy levels. They move freely between activities, choosing how they spend their time and engaging with resources independently. Younger children are supported sensitively and feel secure playing alongside older children, who model positive behaviour and cooperation.

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What it's like to be a child at this setting

Staff interact positively with children throughout the session. They listen carefully, respond to children's ideas and engage them in natural conversation during play. Children are confident to express themselves and demonstrate enjoyment, curiosity and a strong sense of belonging. Behaviour is calm and purposeful, supported by clear routines and consistent expectations.

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What it's like to be a child at this setting

Daily routines help children to feel secure and relaxed. Snack time provides an opportunity for children to socialise and make choices while end-of-session activities, such as shared stories, help children to unwind before collection. These routines support children to transition smoothly from the school day. As a result, children are happy and settled. They enjoy attending the club, feel listened to and benefit from a calm, nurturing environment that supports their emotional comfort and enjoyment.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of those with special educational needs and/or disabilities, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with leaders, practitioners and the special educational needs coordinator during the inspection.

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About this inspection

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Address:

John Betts Primary Paddenswick Road London W6 0UA

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Address:

Type: Childcare on non-domestic premises

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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